Edexcel International GCSE 2009 in Physics (4PH0)
and Edexcel Level 1/Level 2 Certificate in
Physics (KPH0)
Editable scheme of work
Practical support to help you deliver these Edexcel specifications
Scheme of work
This scheme of work has been produced to help you implement these Edexcel specifications. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as possible. (Please note: the single science specifications comprise two papers: Paper 1 assesses only content which is not in bold, and Paper 2 assesses all content including content in bold.)
Other course planning support
You will find other support for planning the course in the Teacher Support Materials. This is a free downloadable resource that you can access at www.edexcel.com/igcse2009
Teaching resource exemplars
The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.
Other Edexcel teaching resources
· Student Books – full colour textbooks matched to the specification.
· ActiveBook – a digital copy of the Student Book in the back of every copy.
· Double Award Student Guide – provides a complete guide to using the Edexcel International GCSE Biology, Chemistry and Physics Student Books to teach or study Science Double Award.
· Revision Guides – help students prepare for their exams.
Further details can be found at http://www.pearsonschools.co.uk
Edexcel Subject Advisors
Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email or phone.
Email:
Telephone: 0844 576 0037
Edexcel additional support
Ask the Expert – puts you in direct email contact with over 200 of our senior subject experts.
Edexcel’s community forum – these message boards are designed to enable you to access peer-to-peer support from fellow Edexcel teaching and delivery staff in schools and colleges.
Health and safety
The practicals and experiments suggested within the scheme of work are those which we believe are not banned or restricted in any way and are still currently used in most schools and colleges.
The International GCSE and Level 1/Level 2 Certificate encourage experimental work with the assessment of investigative skills being made in the written examinations.
We advise teachers and technicians to discuss the merits of the suggested practicals when deciding which to carry out and how they will be carried out. For example, will it be demonstrated by the teacher or technician, or conducted by students themselves either individually or in small groups, under the guidance and direction of the teacher?
You may have ideas for practical work which we have not suggested but would work equally well.
As in all practical work, a risk assessment is expected as part of good health and safety practice in all centres and we understand that many schools and colleges refer to the CLEAPSS service: http://www.cleapss.org.uk/ for guidance and support in conducting science practical work.
Websites
There are links to relevant websites in this scheme of work. In order to ensure that the links are up-to-date, that the links work, and that the sites are not inadvertently linked to sites that could be considered offensive, we also have made the links available on our website at www.pearsonhotlinks.co.uk. If you find that a link from the scheme of work no longer works, please go to the pearsonhotlinks site, where you can also report if a link needs fixing. Search for this title Edexcel IGCSE Physics Student Book or ISBN 9780435966904.
Please note: some of the BBC websites might not be available to certain international schools
Edexcel International GCSE 2009 in Physics (4PH0) and
Edexcel Level1/Level 2 Certificate in Physics (KPH0)
The number of guided learning hours required for this qualification is 120-140, which equates to approximately 2 hours per week over 60 weeks and reflects how centres will use time for practical activities differently. Guided Learning Hours are all the times when a teacher is present to give guidance.
Week / Content coverage / Learning outcomes / Exemplar activities / Exemplar resources /1 / Section 1: Forces and motion
a) Units
b) Movement and position / Students will be assessed on their ability to:
1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s),
metre/second2 (m/s2), newton (N), second (s), newton per kilogram (N/kg), kilogram metre/second (kg m/s).
1.2 plot and interpret distance–time graphs
1.3 know and use the relationship between average speed, distance moved and
time:
average speed = distance moved/time taken / Activities:
● Vernier Scales
● Micrometer Screw Gauge
● Re-arrange formulae and convert different units, e.g. m/s to km/h, and carry out calculations.
● Plot and interpret distance–time graphs.
● Explain how to find the distance of a thunderstorm and why the method works.
● Explain how police speed cameras measure instantaneous and average speed.
● Research speed records for sports, escape speed for rockets, speed of sound in different gases.
Class practicals:
● Determine average speed of cars/bicycles on the road.
● Determine average speed of a ball bearing or toy car across the floor/table.
● Investigate how the slope of a ramp affects the average speed of a ball bearing travelling down the ramp. / http://www.upscale.utoronto.ca/PVB/Harrison/Vernier/Vernier.html
http://www.cyberphysics.co.uk/practical/skills/micrometer.htm?oo=10181
http://members.shaw.ca/ron.blond/Micrometer.APPLET/
http://www.phy.uct.ac.za/courses/c1lab/vernier1.html
Edexcel International GCSE Physics Student Book Pages 1–3, 10 and 57
Distance–time graphs: ActiveBook Page 3, animation
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
General links for materials for all physics topics:
The Physics Teacher: Junior Cert Physics
The Physics Teacher: Leaving Cert Physics
2 / Section 1: Forces and motion
b) Movement and position / Students will be assessed on their ability to:
1.4 describe experiments to investigate the motion of everyday objects such as toy cars or tennis balls
1.5 know and use the relationship between acceleration, velocity and time:
acceleration = change in velocity/time taken
a = (v – u)/t
1.6 plot and interpret velocity–time graphs
1.7 determine acceleration from the gradient of a velocity–time graph
1.8 determine the distance travelled from the area between a velocity–time graph and the time axis. / Activity:
● Plot and interpret velocity–time graphs.
Class practical:
● Construct velocity–time graphs for different situations.
Demonstration:
● Use of electronic timers and low friction tracks to measure velocity at two positions and the time between them, hence acceleration, or video of similar experiment.
● ‘g’ CALC DEMO WITH TIMER
● Use of data logger with position sensor and trolley or ball to display graphs immediately. ‘A’ LEVEL DISTANCE METER & SONIC TAPE MEASURE / Edexcel International GCSE Physics Student Book Pages 3–9, 10 and 57
Velocity–time graphs: ActiveBook Page 7, animation
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
3 / Section 1: Forces and Motion
c) Forces, movement, shape and momentum / Students will be assessed on their ability to:
1.9 describe the effects of forces between bodies such as changes in speed, shape or direction
1.10 identify different types of force such as gravitational or electrostatic
1.11 distinguish between vector and scalar quantities
1.12 understand that force is a vector quantity
1.13 find the resultant force of forces that act along a line
1.14 understand that friction is a force that opposes motion
1.15 know and use the relationship between unbalanced force, mass and acceleration: force = mass × acceleration
F = m × a / Class practicals:
● Investigate the relationship between force, mass and acceleration.
● Investigate how the mass of an object affects its acceleration when subjected to a constant force (use margarine tub propelled by an elastic band).
● INCREASING MASS ON ELASTIC BAND AND ENERGY STORED.
● Investigate the forces required to slide blocks along different surfaces, with differing amounts of friction.
● STRETCH ELASTIC BAND & MEASURE DECREASING ‘WIDTH’
Demonstration:
● Distinguish between vector and scalar quantities. / Edexcel International GCSE Physics Student Book Pages 12–18, 23–25, 21, 33 and 57
Force, mass and acceleration: ActiveBook Page 25, animation
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
Video clips:
(a) Balanced and unbalanced forces 1
(b) Overcoming friction
(c) Balanced and unbalanced forces 2
(d) Acceleration and force
(e) How is friction created?
(f) Reducing friction on ice
4 / Section 1: Forces and motion
c) Forces, movement, shape and momentum / Students will be assessed on their ability to:
1.16 know and use the relationship between weight, mass and g: weight = mass × g
W = m × g
1.17 describe the forces acting on falling objects and explain why falling objects reach a terminal velocity
1.18 describe experiments to investigate the forces acting on falling objects, such as sycamore seeds or parachutes
1.19 describe the factors affecting vehicle stopping distance including speed, mass, road condition and reaction time / Activities:
● Use Highway Code to investigate stopping distances.
Class practicals:
● Investigate terminal velocity, using cake cups or parachutes made from bin liners.
● Investigate the terminal velocity of a ball bearing falling through oil or glycerol.
Demonstration:
● Show that a feather and coin fall at the same rate in an evacuated tube. / Edexcel International GCSE Physics Student Book Pages 26–31, 32 and 57
Hammer and feather dropping on the Moon: ActiveBook Page 28, video clip
Stopping distance: Page 26, animation
Terminal velocity: Page 30, animation
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
Video clips:
(a) Which falls faster?
(b) Why does a human have a different terminal velocity to a mouse?
(c) The risks of driving when tired
(d) Crash Test: 2008 Smart Car For Two
5 / Section 1: Forces and motion
c) Forces, movement, shape and momentum / Students will be assessed on their ability to:
1.20 know and use the relationship between momentum, mass and velocity:
momentum = mass × velocity
p = m × v
1.21 use the idea of momentum to explain safety features
1.22 use the conservation of momentum to calculate the mass, velocity or momentum of objects / Activities:
● Research and compare the typical momentum of different objects, e.g. colliding rugby players and bullets.
● Investigate collisions and how crumple zones can be used to reduce the forces in collisions.
Demonstration:
● Use air track to show conservation of momentum during collisions. / Edexcel International GCSE Physics Student Book Pages 34–38, 41 and 57
Crash testing: ActiveBook Page 38, video clip
Carriage crash challenge: Page 37, animation
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
Video clip:
(a) Two Ball Bounce
6 / Section 1: Forces and motion / Consolidation and assessment / ● Revision exercises
● Progress test / Edexcel International GCSE Physics Student Book end of chapter checklists
Edexcel International GCSE Physics Revision Guide
7 / Section 1: Forces and motion
c) Forces, movement, shape and momentum / Students will be assessed on their ability to:
1.23 use the relationship between force, change in momentum and time taken:
force = change in momentum/time taken
1.24 demonstrate an understanding of Newton’s third law / Activity:
● Introduce examples and calculations involving F = Dp /t
Demonstrations:
● Show how the use of a crumple zone increases the collision time and thus reduces the collision force (use plastic cups as crumple zone for trolley down a ramp).
● Student and teacher hold either end of a ruler. Teacher is able to pull and push student. / Edexcel International GCSE Physics Student Book Pages 39–40, 41 and 57
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
Video clips:
(a) Newton’s Third Law of Motion
(b) Newton’s three laws of motion
(c) Newton’s Second Law of Motion
8 / Section 1: Forces and motion
c) Forces, movement, shape and momentum / Students will be assessed on their ability to:
1.25 know and use the relationship between the moment of a force and its distance from the pivot:
moment = force × perpendicular distance from the pivot
1.26 recall that the weight of a body acts through its centre of gravity
1.27 know and use the principle of moments for a simple system of parallel forces acting in one plane
1.28 understand that the upward forces on a light beam, supported at its ends, vary with the position of a heavy object placed on the beam / Activities:
● Complete examples using moments formula.
● Discuss the moment exerted by steering wheels, handlebars, crowbars, screwdrivers to remove the lid from a tin of paint, and nutcrackers.
Class practicals:
● Simple experiment with pivoted half-metre rule and small known masses to establish principle of moments.
● Create a seesaw weighing device.
Demonstration:
● Show how difficult it is to open a door as the force applied moves closer to the hinges. / Edexcel International GCSE Physics Student Book Pages 42–47, 48 and 57
Stability and toppling: ActiveBook Page 46, animation
Edexcel International GCSE Physics Revision Guide Pages 14 to 17 and Pages 92 to 95
9 / Section 1: Forces and motion
c) Forces, movement, shape and momentum / Students will be assessed on their ability to:
1.29 describe experiments to investigate how extension varies with applied force for helical springs, metal wires and rubber bands
1.30 understand that the initial linear region of a force–extension graph is associated with Hooke’s law
1.31 describe elastic behaviour as the ability of a material to recover its original shape after the forces causing deformation have been removed. / Activity:
● Complete examples including calculations.
Class practical:
● Determination of the force–extension graphs for a metal, a helical spring and a rubber band by suspension of masses.